What was it like to grow up in nineteenth-century Britain? What did childhood mean or symbolize for Victorian adults? What can childhood studies tell us about culture, selfhood/otherness, and being human? This course will explore these questions by reading novels in conjunction with nonfiction works from the period and recent critical theories regarding what it means to be a “child.” This course is also concerned with the notion that childhood experiences may vastly differ depending upon social and cultural conditions. We will examine some of these conditions and the role that the novel—one of the most popular forms of the era—played in formulating and responding to them. Some scholars have claimed that the Victorians were fascinated by childhood. Evidence of this exists in the vast amount of children’s literature produced in its so-called “Golden Age,” new legal protections for children, and even the start of pediatric medicine. Because of this fascination it is not only important to read literature written for a young audience, but also literature for adults where children feature. Finally, the course considers how these historical ideas surrounding childhood might influence current approaches to child development. Comparing Victorian childhoods with those of today reveals that the concept of childhood is not stable but is rather a set of shifting ideas which depend on cultural attitudes, notions, and expectations. By the end of the course, you will be well-prepared to complete a research project of 8-10 pages relating to childhood as portrayed in the Victorian novel.